Nonfiction Friday: Upfront Magazine: Capital Punishment. -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Wednesday, 10/3 and Thursday, 10/4Warm-up: VocabularyThree articles about identity: Hello. My Name Is_____, Online Identity, and Self Concept. Directions: Students select one of these three articles and complete activities that go with the article. Students read and take notes, answer text dependent questions, create a graphic organizer about the main idea, and present information to the rest of the class.

--------------------------------------------------------------------------------------------------------------------------------------------------Monday, 10/1Warm-up:What kinds of if superstitious behaviors do you or people you know believe in? Brainstorm a list of common superstitions and discuss which you think are harmless, and which might cause problems or interfere with someone’s life. Classwork: -Read the short story, “The Monkey’s Paw,” by W. W. Jacobs and complete the guided reading questions in the margin on pages 164-176. -Students work on one of the activities on pages 177-179 of interactive reader workbook. If they do not finish this activity, more time will be provided later in the week. Homework: Reading Log #2 (for 9/16-9/29) will be checked on Tuesday, October 2.

Wednesday, 9/26Warm-up: Continue working on Hero Project (due 9/28).Classwork: 1) Notes: Point of View: Third Person Omniscient and Third Person Limited.2) Continue working on short story, "The Treasure of Lemon Brown," (interactive reader workbook pages 70-87). 3) Quiz: "The Treasure of Lemon Brown."Homework:1)Read nightly for 30 minutes from a book of your choice. Record the title of book and page numbers in agenda. Parents sign agenda every two weeks. 2) Hero Project due on 9/28.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Tuesday, 9/25Warm-up: What do you cherish? Students create a list of important items and explain the value and/or significance of each item.Classwork:1) Short Story: "The Treasure of Lemon Brown," (Interactive Reader Workbook pages 70-87)Homework:1)Read nightly for 30 minutes from a book of your choice. Record the title of book and page numbers in agenda. Parents sign agenda every two weeks. 2) Hero Project due on 9/28. 3) Due to the pep rally today, some students will need to finish reading the short story, "The Treasure of Lemon Brown," in their interactive readers. Students need to complete pages 70-87 in the workbook. ​​-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Monday, 9/24Warm-up: Conflict: Internal and External ConflictContinue working on Hero Project (Google Slides Presentation)Classwork: 1) CommonLit Assessment: Theseus and the Minotaur. Students read a Greek myth and answer four multiple choice questions and two short answer questions. *This counts as a formal grade. 2) SSR Reading Book of Choice- (10 minutes). Homework: 1) Read nightly for 30 minutes from a book of your choice. Record the title of book and page numbers in agenda. Parents sign agenda every two weeks. 2) Hero Project due on 9/28. -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Friday, 9/21Article of the Week: Change in the Kingdom. Students read an article about women being able to drive in Saudi Arabia and answered questions in their Nonfiction Friday notebooks. Media Center Orientation. Students went to the library to check out books. --------------------------------------------------------------------------------------------------------------------------------------------------------------------Thursday, 9/221) Read Theory- Students were given accounts in Read Theory. Students took pre-assessment to determine lexile levels.2) SSR- Students read a book of their choice and updated reading logs. 3) Students worked on their Hero Project, Digital Citizenship, and explore my.ncedcloud.org.4) Students joined Mrs. Schratzmeier's Google Classroom course. --------------------------------------------------------------------------------------------------------------------------------------------------------------------Wednesday, 9/19: Teacher Workday

Tuesday, 9/18Warm-up: Poem: "Paul Revere's Ride." -Why is Paul Revere considered a hero during the Revolutionary War? (3-5 sentences)Classwork: 1) Share out a paragraph from DBQ five paragraph essay. Does Atalanta follow the hero's journey?2) Turn in DBQ essay booklets and submit typed or handwritten essays. (All typed essays will be shared to hannahk.schratzmeier@cms.k12.nc.us).3) Continue collecting Summer Reading assignments.4) Check Reading Log # 1 (dates 9/2-9/15)5) Go over rubric and expectations for hero project. The hero project (Google Slides) presentation is due on Friday, September 28.Homework:1) The last day to turn in Summer Reading assignments is Friday, 9/21.2) Read nightly for 30 minutes from a book of your choice. Record the title of book and page numbers in agenda. Parents sign agenda every two weeks.

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Wednesday, 9/12 (Early Release Day)Warm-up: SSR (10 minutes-Read book of choice)Classwork: Finalize hero's journey essay (DBQ project). Students complete Step #6 of DBQ project and will be given 30-45 minutes to write most of their essay in class. Homework: Hero's Journey booklet with documents and five paragraph essay is due next class. (Due date has been extended to Tuesday, 9/18 because of the three severe weather days missed by students).--------------------------------------------------------------------------------------------------------------------------------------------------------------------

Tuesday, 9/11Warm-up: What does dialogue reveal about the background, plot, and characters of the story?Classwork: Students will complete step 6 of the DBQ project. Students will review outline and write a five paragraph essay answering the question: Does Atalanta follow the hero's journey? Cite textual evidence to support your answer. Homework: Students had time in class to write 2-3 paragraphs. They will be writing 1-2 paragraphs at home for homework. *There will be 30 minutes in class to finish on Wednesday, but they will need to work on this essay some at home. --------------------------------------------------------------------------------------------------------------------------------------------------------------------

Monday, 9/10Warm-up: Continue working on analysis of four sources (documents A, B, C, and D) of DBQ. Does Atalanta follow the hero's journey? Classwork:DBQ: Mythology: Does Atalanta follow the hero's journey? Students will work on completing steps 4, 5, and 6 of DBQ process. 1) Students analyze the rest of the documents (A, B, C, and D) of DBQ and answer the questions that go with each document. 2) Students complete the chicken foot and bucketing of DBQ process.3) Students complete outline (planning sheet) before they write their five paragraph essay. Homework: 1) Summer Reading Assignments: Due: Monday, September 17. 2) Reading (novel of choice) for 30 minutes at home. Students need to complete the reading log in their agenda. Record title of book and pages read. Students need to read 10 out of 14 days. Parent signatures are encouraged. *The first reading log (informal grade) is due on Monday, September 17.

--------------------------------------------------------------------------------------------------------------------------------------------------------------------Friday, 9/7Warm-up: Daily Oral Language Practice #2Classwork: Nonfiction Friday. 1) Students answer the question: Does Facebook Know Too Much?2) Students watch video clip (2-3 minutes) about Facebook and social media.3) Students read the article, "Does Facebook Know Too Much?" and answer questions #1-6 in complete sentences. They will annotate in their Upfront magazine and cite textual evidence from the article to show where they found the answers to the questions. 4) Students analyze political cartoon (page 16 of magazine) and answer three questions. Homework: 1) Summer Reading: Due on Monday, September 17.2) Read novel of choice for 30 minutes and record title and page numbers read in agenda.

--------------------------------------------------------------------------------------------------------------------------------------------------------------------Wednesday, 9/5Warm-up: Read the article about deadly smog in Pennsylvania. Identify the type of question and cite textual evidence to justify where you found your answer. Record answers on warm-up handout. Warm-ups will be collected next class!!Classwork: 1) Notes: DBQ Project (Define DBQ and go over the steps to the process)2) DBQ: Mythology: Does Atalanta follow the hero's journey? Step 1: HookStep 2: Background Essay with QuestionsHomework: Nightly reading of 30 minutes. Record title of book and page numbers in agenda.--------------------------------------------------------------------------------------------------------------------------------------------------------------------Tuesday, 9/4Warm-up: Read the article titled, "Chinese Immigration at Angel Island." Answer questions in complete sentences, identify the type of question, and justify answers by citing textual evidence. Classwork:1) Review hero's journey process. Show hero's journey video clip and go over hero's journey wheel. 2) Read science fiction short story and locate parts of the hero's journey within the story. Underline specific sections of the text to support each part of the hero's journey. Homework: Read 30 minutes from novel of choice and record title of book and pages read in agenda. Remember that summer reading is due on Monday, September 17!--------------------------------------------------------------------------------------------------------------------------------------------------Friday, 8/31

​Warm-up: Text Organization. Read five short paragraphs and determine how the text is organized in each paragraph. For example: cause and effect, compare and contrast, main ideas and detailsClasswork: 1) Share out autobiographical incidents with partners and turn in for informal grade. 2) Go over and/or model expectations for nonfiction Friday notebooks. Each student is given a copy of the September 3 issue of Upfront Magazine. Read article, "Football and Patriotism," and answer essential question: How do you feel about professional football players kneeling during the national anthem? As students read the article, they annotate the text with a pen directly in their magazine. After a class discussion and sharing out answers with a partner, students answer the following question to reflect on what they read: After reading the article, did your opinion change? Why or why not? Explain. 3) Students then select an additional article (their choice) and summarize (3-5 sentences). 4) Introduction: The Hero's Journey. Students watch a short video clip and record the 12 steps of the hero's journey. 5) Cambridge Attributes. Students watch a short video clip and create a rough draft of their graphic organizer for the 5 Cambridge characteristics. (This will later be made into a poster).Homework:1) Summer Reading is due on Monday, September 17. Students will email the assignment directly to Mrs. Schratzmeier at hannahk.schratzmeier@cms.k12.nc.us or print a copy and turn it in to the teacher. Students may have also completed the project by hand.2) All language arts supplies should be brought to class daily. (ELA binder, folder, highlighters, pencils, pens, tape/glue)3) All students should be reading 30 minutes each night and recording the title of book and pages read on the calendar in their agenda. --------------------------------------------------------------------------------------------------------------------------------------------------------------------

Thursday, 8/30Warm-up: "The Book Report," reading passage (1st block only). Read the selection and answer questions #1-5. Identify the type of question and justify your answer with textual evident. (See teacher to get a copy of the warm-up if you were absent). Classwork: Continue reading two fire myths by Cherokee and Apache Native Americans and one from the country of Venezuela. Answer questions in the graphic organizers provided, cite textual evidence and WRITE IN COMPLETE SENTENCES!Homework: Autobiographical Incident is due on Friday, August 31. --------------------------------------------------------------------------------------------------------------------------------------------------------------------

Wednesday, 8/29Warm-up: Pre-assessment over story elements. Completion of questions #1-20.Classwork: -1st block: Discipline Assembly at 9:30.-Review expectations for Autobiographical Incident. This assignment is an informal grade and is due on Friday, August 31.

-Model Annotating with Cherokee myth, "The First Fire."-Students work with a partner to annotate Apache myth, "The Origin of Fire. -Students work with a partner to answer story element related questions for both myths.

Warm-up: Students finalized their Facebook page activity and turned the assignment in for their first informal classwork grade.

Classwork:1) We continued going over school and classroom expectations.2) We set up our language arts binder with four dividers: 1) Warm-ups 2) Notes 3) Classwork 4) Homework3) Students will be using their one subject notebook for Nonfiction Fridays. 4) We continued working on the autobiographical incident planning and/or timeline and rough draft. Students are writing 2-3 paragraphs about an event that had a significant impact on their life. We told notes on four different types of hooks to use in narrative writing.

Homework: 1) Parent signature required for Language Arts Syllabus and get required supplies for class.2) Students will need to select a novel of their choice to bring to school so they can read during SSR and for nightly 30 minute reading. 3) Finish rough draft of autobiographical incident (approximately one page, double spaced) so we can peer edit on Wednesday. ​

Homework: 1) Bring supplies that will be used in language arts this year. (See L.A. syllabus).2) Read language arts syllabus with parents and get a parent/guardian signature. 3) Summer Reading is due on Monday, September 17. (See Bradley website or see teacher for more directions).------------------------------------------------------------------------------------------------